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Day #2: Your Classroom

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  1. Bell Ringer Before class begins, please take a moment to fill out the self-assessment on gold paper in front of you. Day #2:Your Classroom I’m a New/Non-Tenured Teacher Series

  2. Today’s Class • Welcome and Self-Inventory • Learning Environment • What do the students need to learn? • Assessment • Curriculum Mapping • Afternoon work-time – project based • Reflection

  3. Learning Environment • Target: Participants (that’s you!) will identify areas of concern within their classroom learning environment and investigate ways to improve these areas. • Get Up and Move • Self-Inventory

  4. Classroom Management:Successes and Struggles • On your notecard: • Side #1: Share one struggle you have recently experienced in relation to classroom management (rules, behavior, discipline, etc.). • Side #2: Share a time when you successfully managed your classroom in a difficult situation. • We will pull cards throughout the day and discuss possible solutions to the difficult situations.

  5. Help!!! • When you don’t know the solution, what can you do? • Resources • Ask for advice • Peer observations • Formal • Informal

  6. What do the studentsneed to learn? • Target: Participants will identify and develop clear learning targets for guiding instruction. • Self-Reflection • What do students need to master before leaving my classroom? • Where are the answers? • Illinois State Board of Education • Common Core Standards Initiative • Using one of the above resources, choose a single learning standard related to your content area

  7. Learning Targets • Learning Target: Statement of what students need to know or need to perform to demonstrate learning. • Student Friendly Language • Your turn • With a partner, transform the content standard you chose into a student friendly learning target.

  8. BREAK

  9. How do we know if students have learned? • Agree/Disagree – find a partner across the room to discuss your answers with • Any conclusions? • What is the purpose of grading?

  10. The Animal School By George H. Reavis

  11. Once upon a time, the animals decided they must do something heroic to meet the problems of “a new world.” So they organized a school.

  12. They adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.

  13. The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running.This was kept up until his webbedfeet were badly worn and he was only average in swimming.But average was acceptable in school, so nobody worried about that except the duck.

  14. The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming.

  15. The squirrel was excellent inclimbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down.He also developed a “charlie horse” from overexertion and then got a C in climbing and a D in running.

  16. The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top of the tree, but insisted on using his own way to get there.

  17. At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb and fly a little, had the highest average and was valedictorian.

  18. The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.Does this fable have a moral?

  19. Assessment • What is the purpose of assessment? • Types of Assessment • Formative • Assessment for learning • Alters learning/instruction • Students self-assess • Summative • Assessment of learning • Happens after learning takes place • Students show mastery of learning targets • Scenarios

  20. Ways to Assess Learning • Selected Response • Multiple Choice • True/False • Extended Response • Fill in the Blank • Essay • Performance Assessment • Portfolio Assessment

  21. Assessment cont’d • Keys to Quality Classroom Assessment • Comparing Assessment for and of Learning – Group Activity

  22. Curriculum Mapping • Always start with the learning target…what do students need to learn? • Work backwards from there to plan assessments and lessons that guide student mastery of learning standards.

  23. Work Time • Choose a project that will be useful to you in your own classroom. • Ideas: • Classroom Management/Behavior Plan (What will it be? How will you communicate expectations to students? To parents?) • Assessments (Look at assessments you currently use. Are they formative or summative? How could you alter one to make it formative assessment? How can you incorporate student self-reflection into one of the units you currently teach? • Curriculum Mapping (Focus on one content area or grade level and begin a working document.)

  24. Status Update: How did you feel about today? Tweetit! Summarize today in 140 characters or less- spaces and punctuation. #yourinstructor Pin It: What will you create, organize, or share from today?